Abstract
We describe in this paper a model for Computer Supported Collaborative Learning and the corresponding architecture. This model has been designed to take into account the variety of educational activities and cultures. It offers primitives to endusers, mainly the teachers, allowing them to describe a collaborative activity and to regulate it (i.e. modify it dynamycally). It has been implemented within a groupware based on the metaphor of electronic schoolbag, which is used today by more than 40000 users in both University and secondary french schools. Thanks to the model, the developed groupware is flexible and tailorable.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Lave, J., Wenger, E.: Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge (1991)
Baker, M., Lund, K.: Promoting reflective interactions in a learning computersupported collaborative learning environment. Journal of Computer Assisted Learning 13, 175–193 (1997)
Brown, A., Campione, J.: Communities of learning and thinking, or a context by any other name. In: Kuhn, D. (ed.) Contributions to human development, vol. 21, pp. 108–126 (1990)
Brown, A., Palincsar, A.: Guided, cooperative learning and individual knowledge acquisition. In: Resnick, L. (ed.) Knowing, Learning and Instruction: Essays in Honor of Robert Glaser, pp. 393–451. Lawrence Erlbaum Associates, Hillsdale (1989)
Braten, I.: Vygotsky as precursor to metacognitive theory: I. the concept of metacognition and its roots. Scandinavian Journal of Educational Research 35, 179–192 (1991)
Braten, I.: Vygotsky as precursor to metacognitive theory: Ii. vygotsky as metacognitivist. Scandinavian Journal of Educational Research 35, 305–320 (1991)
Braten, I.: Vygotsky as precursor to metacognitive theory: Iii. recent metacognitive research within a vygotskian framework. Scandinavian Journal of Educational Research 36, 3–19 (1992)
Dillenbourg, P.: What do you mean by collaborative learning? In: Dillenbourg, P. (ed.) Collaborative learning: Cognitive and computational approaches, pp. 1–19. Elsevier, Oxford (1999)
Vygotsky, L.: Mind in society: the development of higher psychological processes. Harvard University Press, Cambridge (1978)
Salomon, G., Perkins, D.: Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist 24, 113–142 (1989)
Zimmerman, B.J.: Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist 30, 217–229 (1995)
Berardi-Coletta, B., Buyer, L., Dominowski, R., Rellinger, E.: Metacognition and problem-solving: a process oriented approach. Journal of Experimental Psychology 21, 205–223 (1995)
Nelson, T.O.: Judgements of learning and the allocation of study time. Journal of Experimental Psychology: General 122, 269–273 (1993)
Cohen, A., Scardamalia, M.: Discourse about ideas: Monitoring and regulation in face-to-face and computer-mediated environments. Interaction Learning Environments 6, 179–192 (1998)
Fitzpatrick, G., Tolone, W.J., Kaplan, S.M.: In: Proceedings of ECSCW 1995, Stockholm, pp. 1–16 (1995)
Tolone, W.J.: Introspect: a Meta-level Specification Framework for Dynamic, Evolvable Collaboration Support. PhD thesis, University of Illinois at Urbana- Champaign (1996)
Dourish, P.: Using metalevel techniques in flexible toolkit for cscw applications. ACM Transaction on Computer-Human Interaction 5, 109–155 (1998)
Dourish, P., Button, G.: On ”technomethodology”: Foundational relationship between ethnomethodology and system design. Human Computer Interaction 13 (1998)
Bourguin, G., Derycke, A.: Integrating the CSCL activities into virtual campuses: Foundations of a new infrastructure for distributed collective activities. In: Proceeding of EuroCSCL 2001, Maastricht, The Netherlands (2001)
Bourguin, G., Derycke, A., Tarby, J.: Beyond the interface: Co-evolution inside interactive systems. a proposal founded on activity theory. In: Blandford, V., Gray (eds.) Proceedings of Human Computer Interaction 2001 (HCI 2001). People and Computer, vol. 15, pp. 297–310. Springer, Heidelberg (2001)
Stahl, G.: Groupware goes to school. In: Haake, J.M., Pino, J.A. (eds.) CRIWG 2002. LNCS, vol. 2440, pp. 7–24. Springer, Heidelberg (2002)
Martel, C.: La modélisation des activités conjointes. Řoles, places et positions des participants. PhD thesis, Université de Savoie, France (1998)
Ferraris, C., Martel, C.: Regulation in groupware: the example of a collaborative drawing tool for young children. In: Proceedings of CRIWG 2000, 6th international workshop on groupware, Madeira, Portugal, pp. 119–127. IEEE, Los Alamitos (2000)
Martel, C., Vignollet, L.: An educational web environment based on the metaphor of the electronic schoolbag. In: Proceedings of ARIADNE workshop 2002, Lyon, France (2002)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Martel, C. et al. (2004). A Model for CSCL Allowing Tailorability: Implementation in the “Electronic Schoolbag” Groupware. In: de Vreede, GJ., Guerrero, L.A., Marín Raventós, G. (eds) Groupware: Design, Implementation, and Use. CRIWG 2004. Lecture Notes in Computer Science, vol 3198. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-30112-7_27
Download citation
DOI: https://doi.org/10.1007/978-3-540-30112-7_27
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-23016-8
Online ISBN: 978-3-540-30112-7
eBook Packages: Springer Book Archive